<![CDATA[Decoding Dyslexia Maryland - Legislation]]>Mon, 03 Aug 2026 07:59:11 -0400Weebly<![CDATA[Screen & Intervene: The Ready to Read Act of 2019]]>Tue, 15 Nov 2022 20:13:17 GMThttps://www.decodingdyslexiamd.org/legislation/screen-intervene-the-ready-to-read-act-of-2019
The Ready to Read Act 

​is a preventative measure to help students with reading difficulties get the support they need before they fall behind.

The Ready to Read Act of 2019, Students with Reading Difficulties, and The Code of Maryland Regulation, 13A.03.08, Students at Risk for Reading Difficulties, requires the following:
  • Local education agencies (LEAs) must provide screening for all kindergarten students and identified first grade, second grade, and third grade students who may be at risk for reading difficulties;
  • Students at risk for reading difficulty must be provided supplemental reading instruction, which is strictly defined and does not include 3 cueing or guessing, for identified students;
  • progress monitoring;
  • annual reporting requirements; and
  • evaluation of the screening program


The Maryland State Department of Education collaborated with the Ready to Read Stakeholder group and Decoding Dyslexia Maryland to provide an implementation guide for Local Education Agencies (LEAs) to use for guidance on the implementation of the Ready to Read Act and COMAR 13A.03.08. This guide will be updated every 4 years as required by law.
Download the Students at Risk for Reading Difficulties - Implementation Guide
School District Reading Screening Data

Download the Annual LEA Data Report Summary 2020-2021

Download the Annual LEA Data Report Summary 2021-2022
LEA Reporting Requirements

The Ready to Read Act of 2019 and COMAR 13A.03.08 requires LEAs to report annual data to the Maryland State Department of Education. This report includes information on each LEA’s: 
  • websites for students at risk for reading difficulties; 
  • screeners; 
  • supplemental instruction;
  • number of students screened;
  • number of students identified as at risk for reading difficulties; 
  • number of students who received supplemental reading instruction; and
  • additional LEA information for students at risk of reading difficulties.

For More Information

Original and Final Bill Language
Code of Maryland Regulations, Final Language (this is what schools use to implement the law)
​Ready to Read Implementation Guide
Download the FAQ document
​Ready to Read Act Summary
]]><![CDATA[Despite Compelling Testimony & Evidence, Dyslexia Legislation Dies in Senate]]>Thu, 27 May 2021 16:27:03 GMThttps://www.decodingdyslexiamd.org/legislation/despite-compelling-testimony-evidence-dyslexia-legislation-dies-in-senateThe Early Literacy and Dyslexia Practices - Guidance and Assistance Bills, HB 237 & SB 126 failed to receive a vote in the Education, Health, and Environmental Affairs Committee (EHEA) during the 2021 session even though it unanimously passed the House of Delegates in February.  The legislation aimed to assure that school district personnel and parents could access best practices, resources and guidance to address reading and dyslexia.

The bill content and history is summarized in prior blog posts. If you are interested in developing legislative policy for Decoding Dyslexia Maryland in the 2022 session, please reach out to DecodingDyslexiaMD@gmail.com.

Thank you parents, legislators and supporters -- you are appreciated!

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]]><![CDATA[Action Alert: Reading & Dyslexia Handbook Bill Needs Your Support!]]>Sun, 04 Apr 2021 04:00:00 GMThttps://www.decodingdyslexiamd.org/legislation/reading-dyslexia-handbook-action-alertACTION ALERT, READING & DYSLEXIA HANDBOOK
The Early Literacy and Dyslexia Practices - Guidance and Assistance Bills, HB 237 & SB 126, are a cost-effective way to provide guidance to school districts who are charged with making decisions on screening and interventions for reading.

Schools will have at least $171.5 million state and federal dollars to recover student learning and close reading gaps targeted to students who need support learning to read. Another $2.5 billion in education block grants for recovery will also be available for professional learning, screening, instruction and interventions for students. A Reading & Dyslexia Handbook is an essential tool that can help school districts develop budgets and programs to accelerate learning & support positive student outcomes. It’s a win-win for parents, students and school systems.

Status
The Reading and Dyslexia Handbook bill passed the House of Delegates unanimously in February.  Hearings were held in both the Senate and the House in late January and at this point House Bill 237 needs to be voted out of the Senate Education Committee (EHEA) so it can be voted on by the whole Senate -- otherwise it will die in the Senate Committee on Education, Health and Environmental Affairs (EHEA).

More information on the bills: House Bill 237 and Senate Bill 126.  
vote_yes_handbook.pdf
File Size: 117 kb
File Type: pdf
Download File

Action Steps

Email, Call or Meet with your Senator
  1. Send an email and/or ask for a virtual meeting with your Senator to request that the Senate Education Committee consider and vote favorably for the Reading and Dyslexia Handbook legislation.
  2. If your Senator is not a member of the Senate Education Committee, please let him or her know that this bill is critical to ensure instructional equity so that all students learn to read & to ensure that federal and state funding to remediate reading difficulties are well spent.  This bill is cost effective and widely supported (see below).
  3. Use the Legislative Action Toolkit for sample email language, Senator email addresses and other important information.
Legislative action toolkit W/ SAMPLE EMAIL
Education funding for reading & literacy
download talking points
infographic Link
Supporters
]]><![CDATA[2021 DDMD Legislative Update]]>Tue, 12 Jan 2021 02:57:17 GMThttps://www.decodingdyslexiamd.org/legislation/2021-ddmd-legislative-updateReading & Dyslexia Handbook Bill reintroduced by Delegate Eric Ebersole and Senator Katie Fry-Hester
On January 31, 2020, Delegate Eric Luedtke and Senator Katie Fry Hester introduced HB 718 and SB 575, the Reading and Dyslexia Handbook bills. The bill passed unanimously in the House Ways & Means Committee, but due to the pandemic and the shortened legislative session the bill did not advance to the Senate. 

The Reading & Dyslexia Handbook legislation was reintroduced for the 2021 legislative session by Delegate Eric Ebersole  under HB0237 and it is scheduled to be discussed in front of the House Ways & Means Committee on January 20th at 1:00 PM. The companion bill was sponsored by Senator Katie Fry-Hester and cross-filed under SB126; it is scheduled to be heard by the Senate Environmental, Health and Education (EHE) Committee on January 27th at 11:00 AM. 

We are asking parents, educators, administrators and community partners to write their representatives in the Maryland General Assembly in support of this legislation. The DDMD Advocacy Tool-Kit provides a Step-by-Step guide to navigating the legislative process and how to engage with representatives.

If you are interested in submitting written / oral testimony and/or meeting with our Senators on the EHE Committee, please fill out our Interest Form so the DDMD Legislative Committee can coordinate with you. 
Maryland’s 2017 Legislative Dyslexia Task Force Report includes a recommendation to create a Dyslexia Handbook as a result of the findings from the Dyslexia Task Force.  The Task Force found that administrators, educators, and parents would benefit from a resource on dyslexia that is electronically accessible to all (p. 52).  The Recommendation says:
​“This Handbook should reflect the neurobiological and operational definition of dyslexia provided in the dyslexia Technical Assistance Bulletin and mirrored in this document, and should include evidence-based practice guidelines for identification, assessment, and intervention, service delivery model(s), and progress monitoring strategies and tools. This is a legislative opportunity to establish and fund a Working Group or Dyslexia Advisory Committee to develop the handbook using the Best Practices document presented by the Task Force.”
The Maryland Ready to Read Act (2019, SB 734, Ch. 512), originally included language to create a Dyslexia Handbook.  The final bill did not include the handbook language in order to shorten and tighten the bill. The recommendation to create a Dyslexia Handbook is an inexpensive means to provide supplemental information to Maryland’s 24 local control districts so they have access to the best practices to identify and address dyslexia in Maryland.
]]><![CDATA[Legislation to Develop a Reading & Dyslexia Handbook Introduced by Delegate Eric Luedtke & Senator Katie Fry Hester]]>Sat, 01 Feb 2020 05:40:00 GMThttps://www.decodingdyslexiamd.org/legislation/legislation-to-develop-a-reading-dyslexia-handbook-introduced-by-delegate-eric-luedtke-senator-katie-fry-hester
On January 31, 2020, Delegate Eric Luedtke and Senator Katie Fry Hester introduced HB 718 and SB 575, the Reading and Dyslexia Handbook bills.  

  • Maryland’s 2017 Legislative Dyslexia Task Force Report includes a recommendation to create a Dyslexia Handbook as a result of the findings from the Dyslexia Task Force.  The Task Force found that administrators, educators, and parents would benefit from a resource on dyslexia that is electronically accessible to all (p. 52).  The Recommendation says:​
“This Handbook should reflect the neurobiological and operational definition of dyslexia provided in the dyslexia Technical Assistance Bulletin and mirrored in this document, and should include evidence-based practice guidelines for identification, assessment, and intervention, service delivery model(s), and progress monitoring strategies and tools. This is a legislative opportunity to establish and fund a Working Group or Dyslexia Advisory Committee to develop the handbook using the Best Practices document presented by the Task Force.”
  • The Maryland Ready to Read Act (2019, SB 734, Ch. 512), originally included language to create a Dyslexia Handbook.  The final bill did not include the handbook language in order to shorten and tighten the bill. The recommendation to create a Dyslexia Handbook is an inexpensive means to provide supplemental information to Maryland’s 24 local control districts so they have access to the best practices to identify and address dyslexia in Maryland.

Why MD Needs a Reading &

​Dyslexia Handbook
  • Creates a stakeholder advisory group of educators & dyslexia community members to collaborate on a Reading & Dyslexia Handbook.
  • Provides guidance for general & special educators, and families on best practices to identify & remediate students with dyslexia and reading difficulties.
  • Develops a definitive, publicly available resource for educators and families on reading and writing assessment, instruction, intervention and accommodations for use in the classroom and in the home;
  • Designates a dyslexia point of contact within the Maryland State Department of Education (MSDE); and
  • Enumerates evidence-based instruction, interventions, professional learning and assessment/screening tools.

Dyslexia Handbook ToolKit
hb0718f.pdf
File Size: 111 kb
File Type: pdf
Download File
Other State Reading/Dyslexia Handbooks  
  • 23 States have handbooks (AR, CA, MO, TX)
  • 14 were legislated while others were the result of a collaborative working group, task force and/or resolution by a Governor or State Board of Education.
Why Legislation?
  • To ensure specific content and periodic updates are included;
  • To set deadlines for release and sharing of information;
  • To ensure all stakeholders have access to best practices;
  • To ensure participation by stakeholders; and​.
]]><![CDATA[​11 Advocacy Groups Release Joint Principles on Specific Learning Disabilities]]>Wed, 31 Jul 2019 13:29:31 GMThttps://www.decodingdyslexiamd.org/legislation/11-advocacy-groups-release-joint-principles-on-specific-learning-disabilities
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National Organizations Begin to "Say Dyslexia"

In collaboration with 10 partners, Decoding Dyslexia announces the release of eight principles that lay the groundwork for future best practice documents that focus specifically on best practices to address Specific Learning Disabilities (SLD dyslexia, dysgraphia and dyscalculia). The Principles are formally called: Eligibility for Special Education Under a Specific Learning Disability Classification. 

The principles cover topics such as instruction and intervention, collaboration among team members, parent and family engagement, the use of screening, response to intervention, data based decision making and other important factors involved in pre-referral prevention and referral/evaluation and eligibility decisions for special education services for SLDs like dyslexia.

Click here to read “Eligibility for Special Education Under a Specific Learning Disability Classification.”

It is important to note that this is a consensus document.  The Principles are not 100% aligned to DDMD's views on "saying dyslexia", the specific value of cognitive evaluations, and robust parent engagement. Continued participation in the SLD Working Group will allow dyslexia advocates the opportunity to further develop Best Practice documents as well as work alongside national groups who, until recently, did not "say dyslexia".  Working group members hope to continue to build relationships and understanding around the needs of the dyslexia community.

The next steps include development and release of several Best Practice documents. In the coming months, the Working Group organizations will recommend best practices for SLD eligibility, cognitive evaluations, response to intervention/MTSS (done well and including dyslexia), parent engagement & a dyslexia guidance following the federal Dept. of Education OSERS 2016 Guidance.

More information: www.ncld.org/SLDeligibility. 
General advocacy information for learning disability  can be found  here: https://www.ncld.org/action-center
]]><![CDATA[Screen & Intervene: Why We Must Do More]]>Tue, 02 Apr 2019 22:00:09 GMThttps://www.decodingdyslexiamd.org/legislation/screen-intervene-why-we-must-do-more
The Maryland General Assembly recently approved a reading screening and early intervention bill that would screen all Kindergarten students for risks of reading difficulty.  The bill will take effect in school year 2020-2021.  Learn More about SB 734.
]]><![CDATA[Ready to Read Act Will Provide Reading Screening & Interventions to Kindergarten Students]]>Tue, 02 Apr 2019 20:32:07 GMThttps://www.decodingdyslexiamd.org/legislation/ready-to-read-act-will-provide-reading-screening-interventions-to-kindergarten-studentsSB 734, The Maryland Ready to Read Act, was unanimously approved by the Maryland legislature and awaits signature by Governor Larry Hogan. Please thank Senate sponsor Craig Zucker (D-Montgomery) and House sponsor Eric Luedtke (D-Montgomery) who championed the Ready to Read Screening and Interventions bill to victory this session!

About the bill: Beginning in the 2020-2021 school year, SB 734 will enable Maryland’s twenty-four school districts to provide reading screening to ALL Kindergarten students to determine if they are at risk for reading difficulties. If screening data indicates that a student may be at risk, a prevention framework is set in motion and students at risk for reading difficulties will receive supplemental reading instruction in their areas of need. 
​
SB 734 also requires parent engagement, reporting, and funding through the Blueprint for Maryland’s Future (SB 1030).
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]]><![CDATA[The Ready to Read Screening & Interventions Act Receives Unanimous House Vote]]>Mon, 01 Apr 2019 21:14:27 GMThttps://www.decodingdyslexiamd.org/legislation/the-ready-to-read-screening-interventions-act-receives-unanimous-house-vote
House sponsor Delegate Eric Luedtke (left) and Senator Craig Zucker, discuss SB 734 and its unanimous House passage!
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SB 734 House floor discussion: Listen to the bill introduction with a Decoding Dyslexia MD mention! And one for our coalition partners at the Maryland School Psychologists Association too!
On Wednesday, March 27, 2019, SB 734 moved closer to becoming law when it received an unanimous vote on the House floor.  The Senate is expected to concur with the three technical amendments added by House Ways & Means Committee, and no further changes to the legislation are expected.  Once the Senate concurs, the bill is expected to be signed by the Governor.

The Ready to Read bill requires screening & interventions for students at risk for reading difficulties and was heard by the House Ways & Means Committee on Thursday, March 21.  Senator Craig Zucker testified in support of the bill in a "sponsor only" hearing.  Later in the afternoon, the House Ways & Means Education Subcommittee, Chaired by Del. Eric Luedtke, brought the bill up for discussion -- three technical amendments were added to the bill and the subcommittee passed the bill unanimously where it then received unanimous support from the full Ways & Means committee.  

For amended language, please visit the General Assembly website and see the DDMD State Legislative summary.
]]><![CDATA[Ready to Read, SB 734, Receives Favorable Report from House Ways & Means, Moves to House Floor]]>Sat, 23 Mar 2019 20:04:17 GMThttps://www.decodingdyslexiamd.org/legislation/ready-to-read-sb-734-receives-favorable-report-from-house-ways-means-moves-to-house-floor
LISTEN to the moving speech by Senator Craig Zucker on the Ready to Read bill, SB 734: start at 51:03.
BILL HISTORY
On March 18, after a moving floor speech by Senate sponsor Craig Zucker, D-Montgomery, the bill was approved unanimously by the Maryland Senate. Senator Zucker noted that he would have benefited from reading screening because he struggled to learn for many years.  By the time he was tested, he had significant gaps in his learning. Senator Zucker described overhearing someone say that he "would never amount to anything" and he made a promise to himself to someday run for office -- and now here he is in the Maryland Senate! LISTEN HERE.

Please thank Senator Zucker and Delegate Luedtke for their stewardship and advocacy on both bills.  They spent countless hours behind the scenes educating colleagues and working with advocates and others to ensure the legislation retained the intent and best practices to benefit students who may struggle to read.
STATUS UPDATE
The Ready to Read bill, SB 734, requires screening & interventions for students at risk for reading difficulties and was heard by the House Ways & Means Committee on Thursday, March 21.  Senator Craig Zucker testified in support of the bill in a "sponsor only" hearing.  There were no questions for Sen. Zucker.  Later in the afternoon, the House Ways & Means Education Subcommittee, Chaired by Del. Eric Luedtke, brought the bill up for discussion -- three technical amendments were read and are noted in the bill text below.  Those amendments and the bill were agreed to unanimously by the subcommittee with Del. Reilly (Harford) making the motion and Del. Guyton (Baltimore County) providing the second.  The bill was then referred back to the full committee where it received unanimous support, with one excused absence.  The bill will next be scheduled for second and third reading on the House floor next week.  The Senate is expected to concur with the technical amendments and no further changes to the legislation are expected.
Amended Bill Language Summary
Amended Version of Ready To Read, SB 734

(A): DEFINITIONS
  1. Screening is defined as a brief, valid, and reliable measurement procedure used to identify or predict whether a student may be at risk for poor learning outcomes.
  2. Other definitions include supplemental reading instruction, phonemic awareness, phonics, fluency, phonological awareness, student.  
  3. DELETED: informal diagnostic assessment, progress monitoring and amended definition of student.
(A)(7): WHO IS SCREENED: Student is amended and defined as: 
  1. All students in Kindergarten;
  2. First grade is screened only if the student was not screened in K or demonstrated difficulty mastering grade level reading in K.
  3. Students who enter or transfer to an elementary school from an elementary school, are screened unless a county board determines the student has already been screened and does not demonstrate difficulty mastering grade-level reading.
(B)(1): EFFECTIVE DATE
  1. Beginning in 2020-2021 school year, each county board shall ensure that a student is screened to identify if the student is at risk for reading difficulties.​
(B)(3): PARENT NOTIFICATION
  1. description of the screening and supplemental instruction process in the districts; and
  2. any checklists or forms needed to support the screening protocol.
(C)(1): REQUIREMENT FOR SCREENING: A county board shall select one or more appropriate screening instruments that:
  1. accurately and reliably identify students at risk for poor learning outcomes; 
  2. are developmentally appropriate; 
  3. are economical to administer in time and cost; and 
  4. use norm-referenced or criterion-based scores.
(C)(2): WHAT IS SCREENED: Schools must screen all K students for risks of reading difficulties in the following areas beginning in the 20-21 school year:
  1. phonemic and phonological awareness and processing;
  2. DELETED: 
    1. knowledge of letter names and letter sounds
    2. rapid automatized naming
    3. PK, Grade 1 and students in 2+ if concerns are noted. Grade one skills included phonological and phonemic awareness and processing, knowledge of letter names and letter sound associations for uppercase and lowercase letters, normed rapid automatized naming, automatic and fluent single word recognition and oral reading fluency.
(D)(1): SCREENING FREQUENCY
  • Student shall be screened according to the schedule established by the county board;
(D)(2): SUPPLEMENTAL READING INSTRUCTION. If the screening results indicate that a student is at risk of reading difficulties, the county board shall provide supplemental reading instruction in the students’ areas of need.  
  • Supplemental reading instruction is defined; technical amendment corrected "systemic" to "systematic" in the definition.
(D)(2): PARENT NOTIFICATION
  1. Provide a notification letter to the parent or guardian of the student that includes:
    1. The screening results; and 
    2. A description of the supplemental reading instruction that will be provided to the student.
(E): RESOURCES: Each county board shall provide resources on the school district website that include:
  1. Reading screening instruments used in the school district; and
  2. A checklist of early warning signs of reading difficulty/dyslexia by age.
(F): REPORTING: On or before October (was September) 1 each year, beginning in 2020-2021 school year, each district shall report:
  1. # students in each grade, 
  2. # students in each grade screened, 
  3. # students at risk on screening instrument;
  4. # students who received supplemental reading help, 
  5. data must be disaggregated and searchable by district and posted on the state website
(G): RESOURCES FOR COUNTY BOARD: On or before June 1, 2020, MSDE will write regulations with advocates and other interested stakeholders, to develop and update resources for use by a county board.  Resources developed under this subsection shall be available on the department’s website.

(H) TECHNICAL SUPPORT: The Department shall provide: technical support for the county boards to provide:
  1. Training opportunities annually for individuals who conduct screenings under this section and for school administrators.  
  2. Training may include:
    1. The administration and interpretation of screenings, informal diagnostic assessments, progress monitoring instruments, and student data;
    2. Interpreting screenings and assessments for parents;
    3. Best practices for designing and implementing supplemental reading instruction; and
    4. The elements, principles, and best practices of supplemental reading instruction.
(I) REGULATIONS. The department (MSDE) shall adopt regulations to implement the requirements of this section.
  1. Section 2: It is the intent of the GA that money appropriated in accordance with The Blueprint for Maryland’s Future, Chapter xx, Senate Bill 1030 (HB 1413) of 2019, shall be used to offset the cost of implementation of Section I of this act.
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